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正如四川的钟发全老师所说,举手是个小问题,却是个值得研究的大课题。“为啥不举手?可以去研究预设为啥没有得到好的落实。为何勉强举手?可以去研究如何获得课堂教学机智。如何让学生积极举手?可以研究课堂调控的技艺。”然而,不妨逆向思考:课堂上一定要小手如林吗?一定要每个学生都“热爱举手”吗?安徽的周其星老师的观点是,“沉静的课堂”一样充满着流动的思想。“举”与“不举”,其实只是一个表象。理想课堂的形态,应当是多姿多彩的——但实质是一样的,无论是热闹还是沉静,都应当涌动着生命的活力。
As Zhong Fa-chuan’s teacher in Sichuan said, raising his hand is a minor problem, but it is a major issue worth studying. “Why not raise your hand? You can go to research the precondition why not get a good implementation. Why barely raise your hand? Can go to study how to get classroom teaching. How to make students actively raise their hands? Can study the classroom control skills.” However , May wish to reverse thinking: the classroom must be small hands like forest? Must each student “love to raise their hands?” Zhou Qixing, Anhui Province teacher’s point of view, “quiet classroom” is full of mobile thinking. “Cite” and “do not give” are in fact just appearances. The shape of an ideal classroom should be colorful - but the essence is the same, whether lively or quiet, should surging the vitality of life.